Eternal September

A series of digitally inflected texts – September that never ends, some French belles, 1950/1986/1996, Ted Turner, being SO FUCKING FUTURE, The Gilmore Girls, Fic, FanFic, Sapphic, ctrl-c/v, “falsehood”, memes, Robert Gober, INTP, thought control, a “line of flight”, speed, and light refracting on all of i

Effects of grazing and soil micro-climate on decomposition rates in a spatio-temporally heterogeneous grassland

Grazing and seasonal variation in precipitation and temperature are important controls of soil and plant processes in grasslands. As these ecosystems store up to 30% of the world's belowground carbon (C), it is important to understand how this variability affects mineral soil C pools/fluxes, and how C cycling might be affected by changes in precipitation and temperature, due to climate change. The aim of this study was to investigate the effects of grazing and differences in soil temperature and moisture on standard organic matter (OM) decomposition rates (cotton cloth) incubated in the top 10cm soil of grasslands with variable topography in Yellowstone National Park (YNP) during the 2004 growing season. Grazing did not affect soil temperature, moisture, cotton cloth decomposition rates, soil bulk density, soil C and N concentrations, or soil C:N ratios. However, a large spatio-temporal variability in decomposition was observed: cotton cloth decomposition was positively related to soil moisture and soil C and N concentrations, and negatively to soil temperature. Highest decomposition rates were found in wetter slope bottom soils [season averages of decomposition given as rate of decomposition (cotton rotting rate = CRR) = 23-26%] and lower rates in drier, hill-top soils (season averages, CRR = 20%). Significantly higher decomposition rates were recorded in spring, early summer and early fall when soils were moist and cool (spring, CRR = 25%; early summer, CRR = 26%; fall, CRR = 20%) compared to mid-summer (CRR = 18%) when soils were dry and warm. Our findings suggest that climate-change related decreases in precipitation and increases in temperature predicted for North American grasslands would decrease soil OM decomposition in YNP, which contrasts the general assumption that increases in temperature would accelerate OM decomposition rate

Building an authentic listener: Applying a passive exposure-based training paradigm to detecting differences among compositional styles

Background in music history. Around 1600, there was a shift in compositional style whose most significant feature was the increasingly free use of unprepared and/or incorrectly resolved dissonance. It caused controversy at the time (Artusi vs. Monteverdi), and its proponents argued that it was justifiable as a means of text expression. It can be argued that, in order to be shocked at the "illegal" treatment of dissonances, a listener would have to be familiar with "legal" behaviour of dissonances. Modern audiences, when exposed to seconda pratica music, tend not to react with same degree of alarm. One can argue that this is because later developments in music, to which the audiences have been exposed, go much farther in their dissonance treatment than the music of the seconda pratica composers. Background in psychology. Previous studies have shown that participants can rapidly develop both knowledge and subjective preference for grammatical structure following only a limited exposure to unfamiliar musical systems. Familiarity with musical structure has been shown to play a role in influencing the degree of emotional engagement experienced by participants while listening to music. The differences among the musical stimuli used in these studies are often maximised; in some cases, an entirely artificial musical grammar is used. Aims. Can we, through exposure to a training set, build enough familiarity in modern listeners of the conventional rules of dissonance treatment, that they experience seconda pratica music as odd or alarming in some way? Our experiment is a pilot study to test the feasibility of such an approach to this problem. Main contribution. We constructed an experiment in which a group of participants, drawn from among undergraduate students in music and psychology, were asked to rate two different pieces of Monteverdi (to represent seconda pratica), both before and after being exposed to a training set composed of either Monteverdi or Palestrina (to represent prima pratica). All pieces were presented once only without repetition. The training sets were chosen to minimise the effect of performers' interpretation on the listener, in an attempt to isolate compositional style as the most salient difference. Our results showed a significant difference in the rating of the Monteverdi pieces as "familiar" between the different groups. Other variables did not have a significant impact. This finding implies a degree of internalisation of the differences in musical grammar, and suggests that this paradigm for study might profitably be extended in the future. Implications. Our research has implications for any situation in which a teacher, performer, or composer is attempting to communicate musical meaning to an audience that is unfamiliar with the style in question. If a fairly brief training period is sufficient to build an appreciation in a sample of untrained listeners, for differences that are as relatively subtle as those between Monteverdi and Palestrina, then a presenter of unfamiliar or new music might use such knowledge to consciously structure the listening experience

Stability and Reversibility of Lithium Borohydrides Doped by Metal Halides and Hydrides

In an effort to develop reversible metal borohydrides with high hydrogen storage capacities and low dehydriding temperature, doping LiBH4 with various metal halides and hydrides has been conducted. Several metal halides such as TiCl3, TiF3, and ZnF2 effectively reduced the dehydriding temperature through a cation exchange interaction. Some of the halide doped LiBH4 are partially reversible. The LiBH4 + 0.1TiF3 desorbed 3.5 wt % and 8.5 wt % hydrogen at 150 and 450 °C, respectively, with subsequent reabsorption of 6 wt % hydrogen at 500 °C and 70 bar observed. XRD and NMR analysis of the rehydrided samples confirmed the reformation of LiBH4. The existence of the (B12H12)−2 species in dehydrided and rehydrided samples gives insight into the resultant partial reversibility. A number of other halides, MgF2, MgCl2, CaCl2, SrCl2, and FeCl3, did not reduce the dehydriding temperature of LiBH4 significantly. XRD and TGA-RGA analyses indicated that an increasing proportion of halides such as TiCl3, TiF3, and ZnCl2 from 0.1 to 0.5 mol makes lithium borohydrides less stable and volatile. Although the less stable borohydrides such as LiBH4 + 0.5TiCl3, LiBH4 + 0.5TiF3, and LiBH4 + 0.5ZnCl2 release hydrogen at room temperature, they are not reversible due to unrecoverable boron loss caused by diborane emission. In most cases, doping that produced less stable borohydrides also reduced the reversible hydrogen uptake. It was also observed that halide doping changed the melting points and reduced air sensitivity of lithium borohydrides

Building an authentic listener: Applying a passive exposure-based training paradigm to detecting differences among compositional styles

Background in music history. Around 1600, there was a shift in compositional style whose most significant feature was the increasingly free use of unprepared and/or incorrectly resolved dissonance. It caused controversy at the time (Artusi vs. Monteverdi), and its proponents argued that it was justifiable as a means of text expression. It can be argued that, in order to be shocked at the "illegal" treatment of dissonances, a listener would have to be familiar with "legal" behaviour of dissonances. Modern audiences, when exposed to seconda pratica music, tend not to react with same degree of alarm. One can argue that this is because later developments in music, to which the audiences have been exposed, go much farther in their dissonance treatment than the music of the seconda pratica composers. Background in psychology. Previous studies have shown that participants can rapidly develop both knowledge and subjective preference for grammatical structure following only a limited exposure to unfamiliar musical systems. Familiarity with musical structure has been shown to play a role in influencing the degree of emotional engagement experienced by participants while listening to music. The differences among the musical stimuli used in these studies are often maximised; in some cases, an entirely artificial musical grammar is used. Aims. Can we, through exposure to a training set, build enough familiarity in modern listeners of the conventional rules of dissonance treatment, that they experience seconda pratica music as odd or alarming in some way? Our experiment is a pilot study to test the feasibility of such an approach to this problem. Main contribution. We constructed an experiment in which a group of participants, drawn from among undergraduate students in music and psychology, were asked to rate two different pieces of Monteverdi (to represent seconda pratica), both before and after being exposed to a training set composed of either Monteverdi or Palestrina (to represent prima pratica). All pieces were presented once only without repetition. The training sets were chosen to minimise the effect of performers' interpretation on the listener, in an attempt to isolate compositional style as the most salient difference. Our results showed a significant difference in the rating of the Monteverdi pieces as "familiar" between the different groups. Other variables did not have a significant impact. This finding implies a degree of internalisation of the differences in musical grammar, and suggests that this paradigm for study might profitably be extended in the future. Implications. Our research has implications for any situation in which a teacher, performer, or composer is attempting to communicate musical meaning to an audience that is unfamiliar with the style in question. If a fairly brief training period is sufficient to build an appreciation in a sample of untrained listeners, for differences that are as relatively subtle as those between Monteverdi and Palestrina, then a presenter of unfamiliar or new music might use such knowledge to consciously structure the listening experience

Phosphorus Translocation by Red Deer on a Subalpine Grassland in the Central European Alps

We examined the role of red deer (Cervus elaphus L.) in translocating phosphorus (P) from their preferred grazing sites (short-grass vegetation on subalpine grasslands) to their wider home range in a subalpine grassland ecosystem in the Central European Alps. Phosphorus was used because it is the limiting nutrient in these grasslands. When we compared P removal of aboveground biomass due to grazing with P input due to the deposit of feces on a grid of 268 cells (20 m × 20 m) covering the entire grassland, we detected distinct spatial patterns: the proportion of heavily grazed short-grass vegetation increased with increasing soil-P pool, suggesting that red deer preferably grazed on grid cells with a higher soil-P pool. Biomass consumption related to increased proportion of short-grass vegetation, and therefore P removal, increased with increasing soil-P pool. However, within the two vegetation types (short-grass and tall-grass), consumption was independent from soil-P pool. In addition, P input rates from defecation increased with increasing soil-P pool, resulting in a constant mean net P loss of 0.083 kg ha−1 y−1 (0.03%-0.07% of soil-P pool) independent of both soil-P pool and vegetation type. Thus, there was no P translocation between grid cells with different soil-P pools or between short-grass and tall-grass vegetation. Based on these results, it is likely that the net rate of P loss is too small to explain the observed changes in vegetation composition from tall-herb/meadow communities to short-grass and from tall-grass to short-grass on the grassland since 1917. Instead, we suggest that the grazing patterns of red deer directly induced succession from tall-herb/meadow communities to short-grass vegetation. Yet, it is also possible that long-term net soil-P losses indirectly drive plant succession from short-grass to tall-grass vegetation, because nutrient depletion could reduce grazing pressure in short-grass vegetation and enable the characteristic tall-grass species Carex sempervirens Vill. to establis

A cure for salmonella: Engaging students in pathogen microbiology and bioinformatics

Advances in Next Generation Sequencing (NGS) technology have generated a vast amount of publicly available genomic data, creating a need for students with training in computational analysis. This laboratory lesson is a course-based undergraduate research experience (CURE) focusing on environmental Salmonella, a common foodborne pathogen that is of great interest to public health laboratories but is relatively less virulent than most other such pathogens. As discovery is a central tenet of CUREs, students isolate novel Salmonella enterica and related strains from stream sediment, poultry litter, or other sources in the first half of the lesson (Module 1). They also conduct phenotypic detection of antimicrobial resistance and large plasmids. Isolate genomes may be sequenced by the FDA or public health laboratories (ours were sequenced by the Virginia Department of Consolidated Laboratory Services at no charge). The second half of the lesson (Module 2) involves the bioinformatic analysis of this sequence data. Students use easily accessible, primarily web-based tools such as GalaxyTrakr and Enterobase to assemble their genomes and investigate areas of interest including serotyping, identification of antibiotic resistance genes and genomic islands, and evidence of plasmids. After completion of this course, students should be able to demonstrate skills in the isolation and identification of Salmonella from natural sources, as well as skills necessary for computational analysis of microbial genomic data, particularly of members of the Enterobactericaeae. While this course consists of two modules, one focusing on laboratory skills and the other bioinformatics, either could be used as a standalone module

An analysis of student-specific variables and their use by evaluation teams in determining the special education placement of third, sixth and ninth grade students.

Special education placement determinations, due to State and Federal legislation, are largely the responsibility of an evaluation team convened to develop an Individualized Education Program (IEP) designed to ensure that each student receives a free and appropriate public education. Decisions about individual students require the sharing and synthesis of student-specific information by members of the Team. In Massachusetts, the lack of specific entry and exit criteria within the definition of a child in need of special education does not restrain the interpretation or weight Teams attribute to the student-specific information they use to make placement determinations. Consequently, this variability is frequently cited as a primary contributor to the state\u27s high special education enrollment figures. The purpose of this study was to compare information from the records of special needs students with the reports of evaluation Team members on the importance of the information in determining the amount of special education services a student receives. The study collected student-specific information from the IEP and special education records of 150 special needs students in grades 3, 6, and 9. Questionnaires were mailed to 250 special education directors, parents, special education teachers, school principals, and school psychologists. The questionnaire asked the participants to indicate their feelings about the importance and use of the same student-specific information that was collected from the student records. Research questions that guided this study were designed to compare the predictions about the amount of special education services a student receives based on IEP and student record information with the importance and use of the same information as reported by members of evaluation Teams. Specific findings to suggest that: (1) Within the set of student-specific information analyzed, there is no subset of data can be used to reliably predict the amount of special education a student receives. (2) Between group differences among students suggest that the differences are artifacts of legal procedural requirements rather than specific student characteristics such as handicapping conditions or academic deficits. (3) Team members agreed that reading and math achievement and intelligence are the most important factors in making placement decisions. Mainstreaming opportunities and student behavior were also perceived to be of primary importance. (4) Team members believe that placement decisions are influenced by the Team\u27s composition and are not based primarily on specific student information. The implications and limitations of the study are discussed with recommendations for further research and changes in the Team evaluation process